Success in Professional Experience Building relationships Success in Professional Experience has been specifically designed to assist pre-service teachers on their journey to become successful learners and teachers during the practicum component of their degree. Authors present ideas on how to develop fundamental knowledge, skills and competencies that help to build meaningful and sustainable relationships within educational communities. Each chapter explores a different area of professional experience, including observations, expectations, mentoring, reflective practice and portfolios. The book includes specific chapters on areas that students often find the most challenging, such as classroom management, ethics and working with diverse student populations. The authors have also included a chapter that caters for pre-service teachers who come from a non-english speaking background. Each chapter includes: a chapter summary to review key points covered in the chapter activities to assist pre-service teachers in making connections between theory and their practice weblinks to guide further research case studies that build on research-supported information in the text ponder points to reflect on content and consolidate knowledge. Success in Professional Experience is suitable for early childhood, primary and secondary contexts and addresses the learning needs of on-campus and distance education students. It is also a useful guide for the university liaison staff and the school-based mentors of preservice teachers. is Senior Lecturer and Deputy Head of School in the Faculty of Education and Arts, Federation University. Margaret Plunkett is Associate Professor and Associate Dean (Learning and Teaching) in the Faculty of Education and Arts, Federation University. Kerryn McCluskey is Senior Lecturer in the School of Education, The University of Queensland. in this web service
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Success in Professional Experience Building relationships Margaret Plunkett Kerryn McCluskey in this web service
477 Williamstown Road, Port Melbourne, VIC 3207, Australia is part of the University of Cambridge. It furthers the University s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: /9781107451988 2015 This publication is copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of. First published 2015 Cover designed by Anne-Marie Reeves Typeset by Integra Software Services Pvt. Ltd. Printed in Singapore by C.O.S Printers Pte Ltd A catalogue record for this publication is available from the British Library A Cataloguing-in-Publication entry is available from the catalogue of the National Library of Australia at www.nla.gov.au ISBN 978-1-107-45198-8 Paperback Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Please be aware that this publication may contain several variations of Aboriginal and Torres Strait Islander terms and spellings; no disrespect is intended. Please note that the terms Indigenous Australians and Aboriginal and Torres Strait Islander peoples may be used interchangeably in this publication. Text permission: The tables on page 12 reproduced with the kind permission of the Australian Institute for Teaching and School Leadership (AITSL). The Australian Professional Standards for Teachers were developed by AITSL. AITSL was formed to promote excellence in teaching and school leadership, with funding provided by the Australian Government. Education Services Australia, as the legal entity for the Standing Council on School Education and Early Childhood (now the Education Council), retains all copyright for the material. in this web service
Contents Chapter 1 Introduction 1 Terminology 1 Developing a metaphor for this book 2 This book s river journey metaphor 3 Summary of chapters 5 The journey of pre-service teachers 6 Positioning this text within current trends in teacher education 7 References 8 Chapter 2 Ethical considerations 9 Margaret Plunkett Introduction 9 What do we mean by ethics? 10 Is there a Code of Ethics for Australian teachers? 11 Is there a difference between a Code of Ethics and a Code of Conduct? 16 Dealing with ethical situations 17 Five minds of future: another way of looking at ethics in education 18 A university example: how The University of Queensland sets pre-service teacher ethical requirements 20 Chapter summary 23 References 24 Chapter 3 Expectations 25 Kerryn McCluskey and Margaret Plunkett Introduction 25 Pre-service teachers expectations 25 Mentor teachers expectations 30 University expectations 35 Registering bodies expectations 37 Research snapshot 38 Chapter summary 41 Reference 41 v in this web service
vi Contents Chapter 4 Observations 42 Margaret Plunkett and Kerryn McCluskey Introduction 42 Why observe? 43 What to observe in the classroom 47 Communication 50 The lesson 51 The students 53 How to observe in the classroom 54 Where do we go from here? 55 Chapter summary 56 References 56 Chapter 5 Classroom management 58 Introduction 58 Some principles of classroom leadership and management 60 Positive relationships in the teaching and learning environment 61 Behaviourist-focused approaches 63 Other models that use positive reinforcement 66 School-wide models 68 Reality therapy as a counselling, conferencing and problem-solving technique 75 Developing a classroom management plan 77 Chapter summary 78 References 78 Chapter 6 Mentoring and reflective practice 80 Introduction 80 Developing the reflective mentoring concept 81 Figure 6.1: pre-service teacher concerned with self 83 Figure 6.1: ecosystem 85 Figure 6.1: personal and professional transformation 88 Figure 6.1: conversations centred on the national standards 89 Chapter summary 96 References 96 Chapter 7 Portfolios and reflective practice 98 Margaret Plunkett Introduction 98 What is a portfolio? 100 Types of portfolios 100 What is reflection and why is it important for pre-service teachers? 103 in this web service
Contents vii What is the purpose of a portfolio? 104 Building on the research snapshot 104 How reflection was built into the PDP in the initial stage 105 Developing a portfolio for current pre-service teachers 107 Choosing a platform for an eportfolio 109 A selection of suitable eportfolio platforms 110 Chapter summary 112 References 113 Chapter 8 Building relationships for working with Indigenous students 115 Kerryn McCluskey Introduction 115 Why is there a discrepancy between Indigenous and non-indigenous students learning outcomes? 117 What can I do in my role as a teacher? 118 Building relationships with Indigenous students in general 120 Building relationships through pedagogical practice 122 What can you do now? 124 Chapter summary 125 References 126 Chapter 9 Building relationships for working with highly able and gifted students 127 Margaret Plunkett Introduction 127 The importance of teachers supporting highly able and gifted students 128 The need for a theoretical base 128 Understanding giftedness 129 An Australian initiative 131 Building relationships: examining our attitudes and beliefs 132 Building relationships: understanding how concepts of giftedness have evolved 135 Building relationships: incorporating evidence-based strategies and practices into your teaching 142 Chapter summary 149 References 149 Chapter 10 Pre-service teachers from a non-english speaking background 152 Kerryn McCluskey Introduction 152 Understanding the education system 153 I can speak English! 155 Collegiality 156 Collaboration 156 in this web service
viii Contents Techniques for communicating with other teachers and students 158 Tips on interpreting your mentor teacher s feedback 160 Communication tips for the mentor teacher 161 Chapter summary 162 References 162 Chapter 11 Conclusion 163 The river journey as a metaphor 163 Summary of chapters 164 A summary 169 The teacher metaphor 170 References 170 Index 171 in this web service